Achieving a quantum smart workforce

arXiv (Cornell University), 2023

The field of Quantum Information Science & Technology (QIST) is booming. Due to this, many new educational courses and university programs are needed in order to prepare a workforce for the developing industry. Owing to its specialist nature, teaching approaches in this field can easily become disconnected from the substantial degree of science education research which aims to support the best approaches to teaching in Science, Technology, Engineering & Mathematics (STEM) fields. In order to connect these two communities with a pragmatic and repeatable methodology, we have synthesised this educational research into a decision-tree based theoretical model for the transformation of QIST curricula, intended to provide a didactical perspective for practitioners. The Quantum Curriculum Transformation Framework (QCTF) consists of four steps: 1. choose a topic, 2. choose one or more targeted skills, 3. choose a learning goal and 4. choose a teaching approach that achieves this goal. We show how this can be done using an example curriculum and more specifically quantum teleportation as a basic concept of quantum communication within this curriculum. By approaching curriculum creation and transformation in this way, educational goals and outcomes are more clearly defined which is in the interest of the individual and the industry alike. The framework is intended to structure the narrative of QIST teaching, and with future testing and refinement it will form a basis for further research in the didactics of QIST.

EPJ quantum technology, 2024

In this article we conceive of the Open Master, a new form of Transnational Education, as a means of enhancing accessibility to specialist expertise in Quantum Technology. Through participatory action research conducted during the setup and operation of a pan-European pilot project, the QTEdu Open Master (QTOM), we examine the viability of this educational model to offer flexible learning opportunities to STEM Master's students through the setup and year-long operation of an online course exchange platform. A crucial lynchpin in the Open Master model are the mechanisms of local accreditation available for the awarding of credit, which we divide into distinct course types varying in formality and applicability. Furthermore, we have elucidated the strategies taken by staff to successfully implement the Open Master and benefit from its transformative value, building long-lasting communities within and between faculty, and scaling up educational offerings across Europe. With this research, we reflect on a possible future for QT Education.

The Physics Teacher (TPT), 2022

Policy (OSTP) recently assembled an interagency working group and conducted a workshop titled "Key Concepts for Future Quantum Information Science Learners" that focused on identifying core concepts for future curricular and educator activities 2,3 to help precollege students engage with quantum information science (QIS). Helping precollege students learn these key concepts in QIS is an effective approach to introducing them to the second quantum revolution and inspiring them to become future contributors in the growing field of quantum information science and technology as leaders in areas related to quantum computing, communication, and sensing. This paper is a call to precollege educators to contemplate including QIS concepts into their existing courses at appropriate levels and get involved in the development of curricular materials suitable for their students. Also, research shows that compare-and-contrast activities can provide an effective approach to helping students learn. 4 Therefore, we illustrate a pedagogical approach that contrasts the classical and quantum concepts so that educators can adapt them for their students in their lesson plans to help them learn the differences between key concepts in quantum and classical contexts.

arXiv (Cornell University), 2021

EPJ quantum technology, 2024

Quantum physics (QP) education at the secondary school level is still in its infancy. Not only is there ongoing discussion about how to teach this subject, but there is also a lack of coherence in the selection of concepts to be taught, both across countries and over time. To contribute to this discussion, we investigated the perspectives of N = 39 high school teachers, university-level physics educators, and physics education researchers regarding the essential concepts in QP and the corresponding illustrations that should be introduced at the secondary school level. We examined the prominence of different key concepts and illustrations, as well as the level of consensus among the various professional groups. Our analysis revealed that certain key concepts are universally valued across all professional groups, while others are specific to particular groups. Additionally, we explored the relationships between these key concepts and their corresponding illustrations. Overall, our study offers valuable insights into the perspectives of different stakeholders, emphasizing the essential concepts and visualizations that should be considered when designing and implementing the teaching of QP at the secondary school level.

Central-European Journal of New Technologies in Research, Education and Practice

The development of quantum computers is bringing major changes to the IT sector. These computers, based on completely new principles, can provide effective solutions to previously unsolvable problems. Regulations have already been introduced in the European Union and Hungarian law to confirm that we are getting closer to the era of quantum computers. Therefore, we believe that education and teachers should follow the development of these machines so that future students in the field of information technology, whether they are IT teachers, physicists, or programmers, are not caught unawares. In this article, we present some examples from abroad where quantum computing topics are already included at certain levels of education.

Information Technology and Innovation Foundation, 2021

Quantum computing leverages principles from quantum mechanics, a branch of physics concerned primarily with the unique behaviors of subatomic particles such as electrons and photons, to enable new, extremely powerful computing architectures. Quantum computers use quantum bits (qubits), which operate according to the quantum laws of "superposition" and "entanglement," that enable them to do things traditional computers cannot. Because quantum computing is still early in its development phase, many assume that practical applications are still years away. In reality, as this report documents, organizations are already using quantum computers today in real-world applications. As other nations rapidly scale up their investments to develop and use quantum computing, U.S. policymakers should ensure the United States remains a leader. In particular, investing in near-term quantum computing applications would bolster the development of longer-term use cases of the technology, thereby helping to cement U.S. economic competitiveness and protect national security.

Physics Education, 2021

Quantum computing was once regarded as a mere theoretical possibility, but recent advances in engineering and materials science have brought practical quantum computers closer to reality. Currently, representatives from industry, academia, and governments across the world are working to build the educational structures needed to produce the quantum workforce of the future. Less attention has been paid to growing quantum computing capacity at the high school level. This article details work at The University of Texas at Austin to develop and pilot the first full-year high school quantum computing class. Over the course of two years, researchers and practitioners involved with the project learned several pedagogical and practical lessons that can be helpful for quantum computing course design and implementation at the secondary level. In particular, we find that the use of classical optics provides a clear and accessible avenue for representing quantum states and gate operators and fa...

Physics, 2022

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Ethics and Information Technology, 2017

quantum theory almost a century ago. Second, the continual thinking of scientists throughout the last 50 years, but especially in the last 20, has uncovered a set of ways in which the pure science of quantum mechanics may be turned into things that are useful for society. I catalogue these things as they are presented today, emphasizing that they are not all likely to be completely understood, or unconditionally welcomed, into our technological world. Finally, I make some observations about the continuing dynamics of the pure scientific enterprise behind this. It is very likely to continue on, with unforeseeable consequences for new technological directions. Something quantum this way comes In 1960 Feynman published a lecture entitled There's Plenty of Room at the Bottom (Feynman 1960), in which he reflected on the fact that many technologies in use at that time could be tremendously miniaturized. On the subject of computers, for example, he said, "…computing machines are very large; they fill rooms. … there is plenty of room to make them smaller." My subject in this essay is our current state of affairs in quantum technology. In this field, I can state that my perspective is, on the basis of work over the last few decades: There is now no more room at the bottom.